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Self-regulated Learning in Computer Programming: Strategies Students Adopted During an Assignment

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Immersive Learning Research Network (iLRN 2016)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 621))

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Abstract

The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting learning strategies. It immerses learners in a business-like learning environment, where students develop a problem-based learning activity with a specific set of tasks, one of which is filling weekly individual forms.

We conducted thematic analysis of 401 weekly forms, to identify the students’ strategies for self-regulation of learning during assignment. The students are adopting different strategies in each phase of the approach. The early phases are devoted to organization and planning, later phases focus on applying theoretical knowledge and hands-on programming. Based on the results, we recommend the development of educational practices to help students conduct self-reflection of their performance during tasks.

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Acknowledgments

Pedrosa, D. wishes to thank the Fundação para a Ciência e Tecnologia (FCT), Portugal, for Ph.D. Grant SFRH/BD/87815/2012.

This work was partly financed by the ERDF – European Regional Development Fund through the Operational Programme for Competitiveness and Internationalisation - COMPETE 2020 Programme within project «POCI-01-0145-FEDER-006961», and by National Funds through the FCT – Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) as part of project «UID/EEA/50014/2013».

We would like to thank all the students and teachers who collaborated on this research.

Author information

Authors and Affiliations

  1. Universidade de Trás-os-Montes e Alto Douro (UTAD), Vila Real, Portugal

    Daniela Pedrosa & José Cravino

  2. Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal

    Daniela Pedrosa & José Cravino

  3. Universidade Aberta, Coimbra, Portugal

    Leonel Morgado

  4. INESC TEC, Porto, Portugal

    Leonel Morgado

  5. Faculdade de Psicologia e Ciências da Educação da Universidade de Coimbra, Coimbra, Portugal

    Carlos Barreira

Authors
  1. Daniela Pedrosa
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  2. José Cravino
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  3. Leonel Morgado
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  4. Carlos Barreira
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Corresponding author

Correspondence to Daniela Pedrosa .

Editor information

Editors and Affiliations

  1. University of St Andrews, St Andrews, United Kingdom

    Colin Allison

  2. INESC TEC and Universidade Aberta, Coimbra, Portugal

    Leonel Morgado

  3. Inst. for Info. System & Comp. System, Graz University of Technology, Graz, Austria

    Johanna Pirker

  4. University of Arkansas, Fayetteville, Arkansas, USA

    Dennis Beck

  5. Salish Kootenai College, Pablo, Montana, USA

    Jonathon Richter

  6. Inst. for Info. System & Comp. System, Graz University of Technology, Graz, Austria

    Christian Gütl

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Pedrosa, D., Cravino, J., Morgado, L., Barreira, C. (2016). Self-regulated Learning in Computer Programming: Strategies Students Adopted During an Assignment. In: Allison, C., Morgado, L., Pirker, J., Beck, D., Richter, J., Gütl, C. (eds) Immersive Learning Research Network. iLRN 2016. Communications in Computer and Information Science, vol 621. Springer, Cham. https://doi.org/10.1007/978-3-319-41769-1_7

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  • DOI: https://doi.org/10.1007/978-3-319-41769-1_7

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  • Publisher Name: Springer, Cham

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  • Online ISBN: 978-3-319-41769-1

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